Explore

Take a look below and explore what a module of World Phenomena looks like.

Theme: Water

Perspective: How does it work?

Module: In the footsteps of water in the landscape
[photo: child with camera]
Lead-in: Arizona

The teacher and the students start a discussion and form a hypothesis about the formation of the most famous canyon in the world.

[ico download file]

[Illustrative image Water 1]

[Illustrative image Water 2]
The greatest valley in the world

The Bingo game is focused on understanding the content of educational videos. During the activity, students will learn about the world's largest canyon.

[ico download file] [ico download file] [ico run interactive activities]

1

2
How does a river affect the landscape

In the role-playing game students make up questions from information that was presented in the video. Students understand the erosion action of the river, develop critical thinking and learn to formulate questions and answers.

[ico download file] [ico run interactive activities] [ico run interactive activities]

[Illustrative image Water 3]

[Illustrative image Water 4]
Weathering and erosion

The activity is focused on peer education. In pairs, students read and interpret a text on the problems of weathering and erosion. In addition to gaining new knowledge, pupils learn to work with the text and shall explain its contents.

[ico download file] [ico download file] [ico run interactive activities]

3

4
Water in the landscape

Students play a memory game focused on repetition. The pairs contain terms and definitions related to the module theme.

[ico download file] [ico download file] [ico run interactive activities]

[Illustrative image Water 5]

Sticker

During the module, the teacher rewards groups, or individual students with 12 progress stickers for the World Phenomena Game.

5 solutions for implementation

World Phenomena
as a new school subject

Real world example:  The school management and teachers decided to create the subject World Phenomena from the available lessons. Two lessons were used to create blocks of consecutive lessons of 45 minutes to have enough time to implement the activities. World Phenomena will be taught by two teachers of natural Sciences and History and the teaching block will rotate as needed. They will teach the whole class or divide the class into halves.

 Why yes: 

  • sufficient time for implementation of activities and more themes
  • team teaching by two teachers/division into groups
  • creating a standard space for cross-curricular teaching

 What should be considered: 

  • the most demanding organizational challenge: the schedule
  • curriculum development for the new subject
  • greater difficulty for individual preparation
World Phenomena
as part of existing subjects

Real world example:  Teachers chose the theme of Water and decided to divide the various modules amongst themselves. Teachers of Physics, Geography, Chemistry, History and IT participated. They agreed that all modules will be taught over two weeks in October. They coordinated their work continuously. Finally, they prepared a joint presentation where students presented their discoveries to their peers.

 Why yes: 

  • ease of implementation
  • each teacher teaches themes which they are qualified for
  • enhanced cross-curricular experience

 What should be considered: 

  • allocation of lessons with the theme plans
  • a higher degree of coordination among teachers
  • less time for activities within 45 minutes lessons
World Phenomena
as block teaching

Real world example:  The school has decided that in November, every Friday of the month will be dedicated to teaching cross-curricular themes. Students are divided into groups in which several years are mixed. The program is set so that in 4 weeks at a comfortable pace they are able to teach the theme Air supplemented by other activities of their own.

 Why yes: 

  • enough time, which is not limited to 45 minute lessons
  • focus on a particular theme
  • enhanced cross-curricular experience

 What should be considered: 

  • adaptation of the thematic plans
  • preparation of the program and coordination
  • planning before the start of the school year/semester
World Phenomena
as a thematic week

Real world example:  One week in the second semester of school year a class used 3 themes of World Phenomena – Water, Sun and Air. The themes were divided between years and classes of the 2nd level. At the end of the week, each class in a small presentation passed on their knowledge to other students.

 Why yes: 

  • enough time for activities that are not limited to 45 minute lessons
  • welcomed disruption to schooling stereotypes
  • sufficient space dedicated to the theme

 What should be considered: 

  • preparation of the program and coordination
  • support for pupils at the final presentation
  • planning before the start of the school year/semester
World Phenomena
as a video library

Real world example:  All school teachers would like to use BBC videos in their subjects as educational materials. Cross-curricular potential will be used only marginally. The educational modules will be used for inspiration.

 Why yes: 

  • low demands on coordination
  • low demands for implementation into a subject
  • added value to the traditional lessons through video content

 What should be considered: 

  • reduced cross-curricular potential
  • omission of some of the materials in the box
  • lower motivation for pupils
Pedagogická dokumentácia

Učebné osnovy a tematický plán pre učiteľa  

Stiahnite si pedagogickú dokumentáciu, ktorá vám pomôže s efektívnou implementáciou Fenoménov sveta do vyučovania vo vašej škole.

Contacts

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contact:

 

infoworldphenomena.eu
AGEMSOFT, a.s.
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